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Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

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Sequences of normative evaluation in two telecollaboration projects: A comparative study of multimodal feedback through desktop videoconference

Marco Cappellini / Brahim Azaoui
Published Online: 2017-05-09 | DOI: https://doi.org/10.1515/cercles-2017-0002

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Abstract

In our study we analyse how the same interactional dynamic is produced in two different pedagogical settings exploiting a desktop videoconference system. We propose to focus our attention on a specific type of conversational side sequence, known in the Francophone literature as sequences of normative evaluation. More particularly, we analyse data from two telecollaborative projects through desktop videoconference: a French-Chinese tandem, and a French-Irish telecollaboration between trainee teachers and learners of French as a foreign language. The comparison of two different pedagogical settings allows us to understand what types of interactional dynamics are co-constructed through the desktop videoconference environment and which characteristics are specific to each pedagogical setting. Within a socio-interactionist perspective, we analysed four hours of interactions, focusing particularly on the transmodal enactment of the sequences under scrutiny and its relation to learners’ uptake. Our results show on the one hand that there are some quantitative differences in the production of sequences of normative evaluation between the two pedagogical settings, and on the other hand that, contrary to our hypothesis, the co-construction of these sequences does not differ in multimodal density across the two contexts. We discuss these results and propose some tentative explanations for them.

Keywords: socio-interactionist approach; sequences of normative evaluation; desktop videoconference; affordances; multimodality

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About the article

Marco Cappellini

Marco Cappellini is associate professor in Didactics of French as a foreign language at Aix-Marseille University, obtained a PhD in Language Sciences (Foreign Language Didactics) in 2014 at Lille 3 University His research interests include tandem learning, interactionist approaches to FL learning, FL teaching and learning through CMC and teacher education and the integration of ICT in FL education. Since 2007, he has been a FL teacher and teachers’ trainer in secondary school (France) and at a higher education (France and China).

Brahim Azaoui

Brahim Azaoui obtained his PhD in Applied linguistics in 2014 at Montpellier 3 University (Praxiling). He is associate professor in Didactics of foreign languages at Aix-Marseille University, in the School of Education (Ecole Supérieure du professorat et de l’Education – ESPE) of Aix en Provence. His research tackles the issues of teachers’ actions in language classrooms, multimodality and plurilingual education. He has trained FL teachers for several years in France and abroad.

Published Online: 2017-05-09

Published in Print: 2017-05-24

Citation Information: Language Learning in Higher Education, Volume 7, Issue 1, Pages 55–80, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2017-0002.

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